Unit 2.3 The Easter Season - RE Online



2.3 The Easter Season

This unit is about Easter. After recalling the Resurrection story it explores light as a symbol in the Easter Vigil. The unit also highlights the place of Baptism in the Easter Vigil. In recalling Pentecost, the unit explores the presence of the Holy Spirit.

Outcomes

STUDENTS WILL BE ABLE TO:

S1.3 demonstrate basic knowledge and understanding of Jesus and his teaching

S1.6.1 recognise holy people and saints as people who reflect God’s goodness

S1.7.1 identify the key times of the liturgical year

S1.7.2 identify key symbols, signs and rituals of the Catholic Tradition

|Scripture |Doctrine |

|Students are introduced to doctrine through Scripture and the living Tradition of the Church. |

|Mark 16:1-16 The women at the tomb |During Easter we celebrate the Resurrection of Jesus |

|John 8:12 Jesus, Light of the World |We share in the life of Jesus Christ |

|Acts 2:1-11 Pentecost |Jesus is the light who shows us the way |

| |The Holy Spirit is with us |

| |The Holy Spirit gives us the grace to live holy lives |

Spiritual Reflection for Teachers

ONE OF THE GREAT THINGS ABOUT EASTER MONDAY IS THAT ALL THE EASTER EGGS ARE HALF PRICE. BY THE END OF THE WEEK THE EGGS, THE HOT CROSS BUNS, THE STUFFED BUNNIES AND ANY EASTER DISPLAYS HAVE TRULY DISAPPEARED. SOON THE SHOPS WILL BE PROMOTING MOTHERS DAY. SO WE CAN BE FORGIVEN FOR THINKING EASTER IS OVER. AFTER ALL, THE LORD IS RISEN – WHAT MORE IS THERE TO TALK ABOUT?

After Easter we risk putting Christ’s death and Resurrection away in a box, only to be pulled out and dusted off in twelve months time. But if we do this, there is no chance to really appreciate the extraordinary meaning of Easter for every day of our lives.

▪ Where will we find time to turn over the meaning of Christ’s death and Resurrection in our own hands, to ponder those events and dream about how we can more richly live what they mean for us?

▪ Will Christ have risen in our own hearts or will he have been put away in a box as we hurry on to do the next thing…?

Catechism of the Catholic Church

EXCERPTS FROM THE CATECHISM OF THE CATHOLIC CHURCH ARE INCLUDED BELOW AS INFORMATION FOR TEACHERS. THEY PRESENT THE CHURCH’S TEACHINGS CONTAINED IN THE UNIT.

638 "We bring you the good news that what God promised to the fathers, this day he has fulfilled to us their children by raising Jesus." The Resurrection of Jesus is the crowning truth of our faith in Christ, a faith believed and lived as the central truth by the first Christian community; handed on as fundamental by Tradition; established by the documents of the New Testament; and preached as an essential part of the Paschal mystery along with the cross:

Christ is risen from the dead!

Dying, he conquered death;

To the dead, he has given life.

733 "God is Love" and love is his first gift, containing all others. "God's love has been poured into our hearts through the Holy Spirit who has been given to us."

748 "Christ is the light of humanity; and it is, accordingly, the heart-felt desire of this sacred Council, being gathered together in the Holy Spirit, that, by proclaiming his Gospel to every creature, it may bring to all men that light of Christ which shines out visibly from the Church." These words open the Second Vatican Council's Dogmatic Constitution on the Church. By choosing this starting point, the Council demonstrates that the article of faith about the Church depends entirely on the articles concerning Christ Jesus. The Church has no other light than Christ's; according to a favourite image of the Church Fathers, the Church is like the moon, all its light reflected from the sun.

Scripture: Background Information

MARK 16:1-16 THE WOMEN AT THE TOMB

The women traditionally are the first trusted with the good news that God has raised Jesus from the dead. They are reminded that they will see Jesus back in Galilee. This is a profound theological and spiritual insight. Galilee is home for them. It is the place of the ordinary. Thus it is in our ordinary lives that we will meet and experience Jesus. Their initial response is fear, they run away “frightened out of their wits” (16:8). It is comforting for us that they were afraid and anxious as we often are. The gospel says they “told no one” but then we read that Mary of Magdala told Jesus’ companions and they did not believe her (16:10). It is important for teachers to note this apparent contradiction in the text. Many scholars agree that the verses after 16:8 are a later addition to the gospel of Mark as they differ quite remarkably in style. So the original ending may have been at 16:8. See The New Jerome Biblical Commentary (1990), p629 for more information.

John 8:12 Jesus, Light of the World

In the gospel of John the themes of light and darkness occur over and over again. Light is life-giving. Plants need sun to grow. We, who depend on the plants for food, are dependent on the light. Similarly, Jesus is our life and the light of our life. Children are often afraid in the dark or of the dark. Jesus, our light, wants us never to be afraid. This is an important theme in the Easter message, hence the use of candles in our liturgies over the Easter season.

Acts 2:1-11 Pentecost

The feast of Pentecost is a Jewish festival called Shavuot or the Feast of Weeks as it is about 50 days after Passover. It was probably originally a feast to celebrate summer and an early summer harvest (in the northern hemisphere).

The Acts of the Apostles was written some fifty years after the events it describes here. So the author is relying on what has been passed down as he was not an eye witness. Thus the writer grapples with words to describe what happened. “They heard what sounded like a powerful wind from heaven” 2:2. “and something appeared to them that seemed like tongues of fire” 2:3. The author suggests that it was not exactly a wind nor flames of fire. Thus we must be careful that students do not think of the Holy Spirit as a powerful wind or tongues of fire. These, of course, are symbols or metaphors for a reality and mystery we cannot fully describe. Furthermore the Greek word pneuma that is used here for Spirit also means wind and breath as does the Hebrew ruach which is used in Genesis 1 – “And God’s spirit hovered over the waters”( Gen. 2:1). Such language gives us an insight into an aspect of the identity and activity of the Holy Spirit - a creative life force within – the breath of life.

Another noteworthy feature of this event is the emphasis on speaking and hearing. Not only were the apostles gifted with languages but also those who listened were gifted to hear them speak in their own tongue. An important possibility of the coming of the Spirit then seems to be excellent communication where speaking and listening are accurate and in harmony - in this first Pentecost experience. The courage to speak and listen “clearly” would seem to part of the gift of Pentecost.

Suggested Assessment

SUGGESTIONS FOR DETERMINING STUDENTS’ DEVELOPMENT TOWARDS THE ACHIEVEMENT OF THE OUTCOMES ARE INCLUDED BELOW:

S1.3 demonstrate basic knowledge and understanding of Jesus and his teachings

The students typically might:

▪ compare Jesus to light

▪ describe the Resurrection, that Jesus is with us

▪ explain Jesus’ instruction to “spread the Good News”

S1.6.1 recognise holy people and saints as people who reflect God’s goodness

The students typically might:

▪ demonstrate an awareness of the belief that: God is with us

▪ communicate qualities and gifts that the Holy Spirit gives us

▪ list qualities that help them ‘let their light shine’

S1.7.1 identify the key times of the liturgical year

The students typically might:

▪ note and describe the importance of the Easter Season

▪ explain the use of light and darkness and the Paschal candle in the Easter Vigil

▪ present basic information about the Solemnity of Pentecost – eg colour red, celebrates gift of God’s Holy Spirit

S1.7.2 explore the meaning of key symbols, signs and rituals of the Catholic Tradition

The students typically might:

▪ identify key symbols and rituals: Paschal candle, light, flame/fire, oil, service of light

▪ describe how the Church uses symbols: light, the oil, Paschal candle …

▪ offer an explanation of the purpose / use / of the symbols

Resources

TO KNOW WORSHIP AND LOVE – BOOK 2, CHAPTERS 6 (PART 3), 7 AND 12, (2005), JAMES GOOLD HOUSE PUBLICATIONS, MELBOURNE, VICTORIA. CHAPTER 3 IS ALSO USEFUL.

To Know Worship and Love – Big Book, A Journey to New Life, ‘Easter’, ‘Pentecost People’

Teacher Resources

CEO Bathurst, (2002) Breathing Life into the RE Classroom: Creative Teaching Strategies for Religious Educators, Diocese of Bathurst, NSW

Children’s Literature

Chia Hearn Chek, (1976), The Sun King (Siamese folktale 2nd ed), Alpha Press, Singapore

Morris J, (1985), The Boy Who Painted the Sun, Vic Puffin Books, Ringwood, Vic

Music

Burland J, (2000), Sacred Moments, Ovation Music, Sydney

Burland J, (1998), ‘New Life’, Let’s Celebrate, Ovation Music

Charadia J, (2002), ‘Walk Into the Light’, Renew Our Hearts, Renewal Productions, Sydney

Horner J, (1997), Titanic, Sony, New York

Shore, H, (2001), Lord of the Rings, ABC Enterprises, Sydney

Audio-Visual

CEO Sydney, (2003), Creative Arts K-6: Dance and Drama: Moments and Movements in Life, Sydney Archdiocese, NSW

CEO Sydney, (1999), Creative Arts K-6: Inspiring Images, CD and DVD, Sydney Archdiocese, NSW

NOTE: See RE Online for additional resources for this unit.

Unit Content A: The Women at the Tomb

JESUS IS RISEN. WE SHARE IN THE LIFE OF CHRIST.

Students will:

▪ recall the story of the Resurrection

▪ learn about Jesus’ instruction to spread the Good News – witness

Background Information

THE KEY EVENT OF THE STORY OF JESUS IS THE RESURRECTION. IT IS THE CLIMAX OF JESUS’ LIFE AND MISSION. AFTER THE RESURRECTION THE DISCIPLES WERE CHANGED. THEIR MEMORY AND UNDERSTANDING OF THE LIFE AND TEACHINGS OF JESUS ARE ALL VIEWED THROUGH THIS GREAT EVENT OF HIS RESURRECTION.

The Paschal Mystery is a central mystery of the Christian tradition. The Paschal Mystery refers to the Passion, including death, Resurrection and Ascension of Jesus. Jesus suffered, died and rose from the dead, then ascended into heaven. The children have listened and responded to the Resurrection story since Kindergarten. After giving them some time to engage with the story, move into the relationship between Easter and proclaiming the Good News, giving witness.

Our vocation, as baptised Catholics, is to continue the mission of Jesus Christ. We live our vocation by giving witness to what we believe – the mystery of Jesus: his life and teaching; his death and Resurrection. It is through the guidance and gift of the Holy Spirit that we can discern and live our vocation to give witness to Jesus, the Good News. Help children explore the concept of witness. In exploring ways we spread the Good News encourage children to be specific and concrete. We give witness primarily by our actions. How do we treat one another? It might be helpful to make the link with the children, between giving witness and the simple things we do. For example treating others with love and respect gives witness to Jesus who died and rose from the dead giving us new life. Cleaning the playground is giving witness to God as creator who has given us this wonderful creation. Always keep it appropriate to the level of the children.

Unit Content A focuses on the Easter story while Unit Content B focuses on the symbols used during Easter, more specifically during the Easter Vigil. Unit Contents A and B are interchangeable. Either one can be taught first.

Suggested teaching/learning strategies

THE FOLLOWING SUGGESTED ACTIVITIES ARE ORGANISED AROUND THE KEY ELEMENTS OF TELLING THE STORY, WONDERING, EXPLORING AND PRAYER. TEACHERS SELECT, ADAPT OR SUBSTITUTE ACTIVITIES, ENSURING THAT EACH OF THE ABOVEMENTIONED ELEMENTS IS EVIDENT IN THE CYCLE OF LEARNING.

▪ Display 2 large sheets of paper. One page is titled ‘Easter’, the other ‘Resurrection’ or ‘Jesus Rose from the Dead’. Lead the class in identifying what they know about Easter and what they know about the Resurrection.

▪ Change the prayer space with children. Ask the children to explain why white is being used and to suggest what Easter symbols could go onto the prayer space and why. Dialogue with children to help them explore the symbols.

▪ Tell the story of the Resurrection. Use KWL Big Book, A Journey to New Life, ‘Easter’, pp18-22.

▪ Wonder with the children using ‘wondering’ statements, KWL p78.

▪ Prayer celebration - Proclamation of the Word: Mk 16:6-7, an appropriate Easter song. As a response to the Word sing an Alleluia verse. Spend some time in silence.

▪ Use a piece of music such as Howard Shore’s ‘The Return of the King’ No 17 from The Lord of the Rings, or James Horner’s ‘Hymn to the Sea’ No 15 from Titanic, as a stimulus and structure to retell the Resurrection story through mime and movement. Utilise dramatic moments in the music to relate the feelings as expressed in the story in the retelling.

▪ Guided Meditation: Guide children through a meditation of the women at the tomb putting them into the scene. “You are at the tomb with the women. What are you holding, what do you see…” Afterwards debrief with the children. Ask them to share their experience – with the class or by journaling. What were your reactions or feelings?

▪ Children choose one of the following activities to further explore the story:

o Write about your meditation experience. How did you feel? What did you see, hear and do? What did you learn from the experience? Use any style of writing – poetry, explanation, letter to a friend or Jesus… The teacher might suggest text types taught in English. Provide scaffolding for the children.

o Compose percussion scores, focusing on the concepts of Dynamics and Tone Colour, to represent the drama of the story of the resurrection. Explore rhythm and tempo portraying these elements as expressed in the story. The children can then narrate the story with character dialogue and the percussion interpretation.

o Give children a mandala or ask children to design their own. Children use colour and shape to express their learning about the Easter season or the Resurrection account. Some examples of mandalas are in Breathing Life into the RE Classroom.

o In a small group, brainstorm what you think ‘the Good News’ means. Present this to the class.

▪ Direct children to KWL p76, the last sentence. Discuss what they know of the disciples spreading the Good News. Students should at least be able to say that the disciples began by telling each other of the risen Jesus. Explain that the Church continues the disciples’ work to ‘spread the Good News’.

▪ Children explore ways they can help by living/spreading the Good News. Class discusses and decides on 2 or 3 actions they can do as a class to spread the Good News in the school environment. Actions may be as simple as making a greater effort to be friendly with each other, showing gratitude to some one who has helped the class, cleaning the playground for the school community.

Unit Content B: Jesus, Light of the World

JESUS CHRIST IS THE LIGHT OF THE WORLD.

Students will:

▪ engage with and explore the symbols used in the Service of Light in the Easter Vigil:

­ light and darkness

­ the Easter Candle

▪ relate Easter to Baptism – receiving and living the light of Jesus

Background Information

THE EASTER VIGIL IS THE MOST SIGNIFICANT SINGLE LITURGY IN THE CHURCH YEAR. IT IS RICH IN SYMBOLISM AND RITUAL. THE VIGIL HAS ITS BEGINNINGS IN THE EARLY CHURCH. IN YEAR 5 STUDENTS WILL FOCUS ON THE VIGIL, ITS RITUALS AND RITES. HERE WE FOCUS ON TWO SYMBOLS: LIGHT AND THE PASCHAL CANDLE, ALSO CALLED THE EASTER CANDLE. THE RICH SYMBOL OF JESUS, LIGHT OF THE WORLD, IS EVIDENT IN THE EASTER VIGIL.

The Church begins the liturgy in darkness, fire is blessed and the Paschal candle is lit. The Paschal candle symbolises Jesus, the light of the world. From the Paschal candle the community lights candles and then processes into the church. The phrase “Christ our Light” is proclaimed three times; each time the community responds by singing, “Thanks be to God”. The Service of Light can be explored briefly with children as we tell the ‘story’ of how and why the Church uses these symbols.

Light is an important metaphor in the Christian tradition. The Old Testament begins with God creating light. Fire and light are often used to symbolise the presence of God. In the New Testament Jesus refers to himself as the light of the world. Hence he gives sight to the blind. To be blind is to not see the truth and presence of God.

This Unit Content also draws the children’s attention to the Liturgy of Baptism in the Easter Vigil. While not focussing specifically on the Sacrament of Baptism, we are exploring the connection between Baptism, Easter and living the Good News, that is giving witness, being the light of Christ in the world.

At Baptism we share in the Paschal Mystery, the death and Resurrection of Jesus. During the Easter Vigil ceremony, new Christians are initiated into the Church community. They receive the sacraments of Baptism, Confirmation and Eucharist. This practice goes back to the early Church. Without going into great detail, help children make the link between Resurrection, Easter and Baptism, as sharing in the light of Christ. The symbols can help to make this link, especially the ‘light’.

Through Baptism we become Christ in the world today. We are the light of Christ. What does this mean for the Church community, for you as a teacher, for the Year 2 class and each child? How do we share in the light of Christ? Explore ways we can be the light of Christ. Again be simple and brief – connecting with work in the previous Unit Content.

Suggested teaching/learning strategies

THE FOLLOWING SUGGESTED ACTIVITIES ARE ORGANISED AROUND THE KEY ELEMENTS OF TELLING THE STORY, WONDERING, EXPLORING AND PRAYER. TEACHERS SELECT, ADAPT OR SUBSTITUTE ACTIVITIES, ENSURING THAT EACH OF THE ABOVEMENTIONED ELEMENTS IS EVIDENT IN THE CYCLE OF LEARNING.

▪ Note: KWL ch 3, ‘The Church is a Family’, is also useful for introducing Unit Contents B and C. Chapter 3 can provide an overview of the Church before moving into the specifics of these Content Units.

▪ On a sunny day, go outside, observe and enjoy the sunlight. Talk about the power of the sun to give light, and therefore life. An addition or alternative might be to read a book about the sun. See the ‘Resources’ list. Wonder with the children, KWL p84:

­ What the rising sun reminds you of?

­ What happens to the darkness when the sun comes up?

▪ Pose the question to children: How is Jesus like the sun? Allow time for children to explore this metaphor, finding as many similarities. Note: this is a stimulus activity for the topic rather than a question that needs to be answered correctly. Other questions might include: How is Jesus like the moon? How is Jesus like the stars at night?

▪ Write a short poem about the sun. Children may revisit the responses to ‘how is Jesus like the sun, moon or stars?’ and the previous wondering in their poetry.

Utilise artworks such as Van Gogh’s ‘Sower with Setting Sun’, Christian Lassen’s ‘Diamond Head Dawn’ & ‘Golden Moment’, or Elioth Gruner’s ‘Spring Frost’ as a stimulus for writing poetry about the sun. Use the art works to highlight the effect of light transforming the darkness, permeating everything. The structure of the teaching and learning experience presented in Inspiring Images– Part Four, ‘Lines of Colour’, p20 could be utilised to create images of light as experienced in nature.

▪ Read to the children Jn 8:12. Display the verse on the classroom wall. ‘I wonder how Jesus is the light of the world …’.

▪ Homework: With help from your parents, find a room in your home that is very dark. Sit in the darkness for a while and write a few words describing what that was like for you. Then turn on the light and observe the change. What is it like to be in light now? List some differences between light and darkness.

▪ Share homework task with the class. In discussion read and respond to KWL p80.

▪ Visit the Church. Gather around the Paschal candle. Light the candle.

1. Wonder with the children: what the Easter candle reminds you of - KWL p84.

2. Using the script from KWL p77 and KWL ch 7, tell the story of the ‘Service of Light’ in the Easter Vigil.

3. Allow the children to pray in silence for a short time. Then pray the prayer in KWL p85. Use “Christ is our light, thanks be to God” as the response. After the verses in the book, children may pray their own spontaneous prayers, using the same refrain.

▪ Remind children that in the Easter Vigil, the community light small candles from the Paschal candle. Also remind them that people receive a candle at their Baptism. This can be done by reading KWL pp82-83.

­ Make a class ‘Paschal candle’ Explain that this is not the real Paschal candle used in the Church, but reminds us of the Paschal candle when we are in the classroom. Allow the class to choose an appropriate symbol for the candle. Add the current year. The symbols and numbers can be made out of coloured adhesive contact. The computer’s program of ‘Paintshop’ could be utilised.

and/or

­ Each child receives a small candle to decorate. It might include the words of Jn 8:12. Children design their own symbol to remind them that they are the light of Jesus Christ.

▪ Homework: Students read KWL ch 7 with their parents and do one of the suggested Home Activities, p85.

▪ Interpret a song, such as ‘Walk Into The Light’ by Jen Charadia, with creative movement expressing symbolic gesture of hope and confidence, compassion and Christian example using a teaching and learning structure as demonstrated in Moments and Movements in Life - Ceremony and Ritual, ‘A Faithful Heart’, p24.

▪ Using think, pair, 4 share – discuss ways we can ‘let our light shine’. Make a class list. Or refer back to the work done in ‘Unit Content A, Living the Good News’, and add to that list.

▪ Revisit the children’s poems on the sun. Write poems about Jesus using imagery presented in this Unit Content: light, sun, candle … Display poems side by side.

▪ Prayer celebration: Sing an appropriate Easter hymn about Jesus, our light. Light the class ‘Paschal candle’ and use the prayer in KWL p85; Proclaim the Word: Jn 8:12. Light a candle for each child, or a few candles to represent the children, while saying: “When you were baptised you received the light of Christ. May you always shine brightly.” Sing the hymn again.

Unit Content C: Pentecost People

AT PENTECOST WE CELEBRATE THE PRESENCE OF THE HOLY SPIRIT. THE HOLY SPIRIT HELPS US FOLLOW JESUS.

Students will:

▪ listen and respond to the story of Pentecost

▪ relate the gift of the Holy Spirit to Baptism

▪ explore qualities that reveal the gifts of the Holy Spirit

▪ explore qualities that remind us of God’s goodness

Background Information

PENTECOST IS A GREAT SOLEMNITY IN THE CATHOLIC CHURCH. IT CELEBRATES THE PRESENCE OF THE HOLY SPIRIT. IT IS WITH THE GRACE OF THE HOLY SPIRIT THAT THE CHURCH COMMUNITY DISCERNS HOW TO LIVE AS CHRISTIANS. AFTER JESUS’ ASCENSION THE DISCIPLES WERE DISHEARTENED AND FEARFUL. WITH THE COMING OF THE HOLY SPIRIT AT PENTECOST THEY WERE ABLE TO RENEW THEIR HOPE IN JESUS, THE CHRIST. THEY WERE GIVEN THE STRENGTH AND COURAGE TO GO OUT AND PROCLAIM JESUS.

If there is only one message or revelation that comes from this story it would be: God is with us, giving us the grace to follow Jesus. Once again we are reminded of God’s presence. The presence of God’s Holy Spirit is an ongoing theme in Scripture. God is present at creation. The Old Testament continuously reveals the presence of God. Jesus affirms what the people of the Old Testament have come to know, God is present. Pentecost reminds us that God continues to be present.

Ever since the Pentecost experience, the Church has been baptising people. The sacraments of Baptism and Confirmation are the sacraments of initiation, together with Eucharist. In Baptism and Confirmation we:

­ are initiated into the Church,

­ receive the gift of the Holy Spirit,

­ celebrate the presence of the Holy Spirit who is always with us.

In this Unit Content the focus is the presence of the Holy Spirit. Presence is a difficult concept. Explore the Church’s belief that God is with us. We are reminded of this in many ways, but particularly during the feast of Pentecost and in the celebrations of the sacraments of Baptism and Confirmation. In addition we can explore qualities or gifts of the Holy Spirit – qualities of holiness – to help us explore ‘presence’. Allow time for the children to explore qualities and gifts that might reflect God. How are these present in people they know? They help us live the mission of Jesus the Christ.

However, always remember to be appropriate to the age level and religious development of the children; and that the focus is the grace of the Holy Spirit. Finally, while we focus on the Holy Spirit in people, oneself, others, community, Church; it is also relevant to give children experiences that engage them with the presence of God’s Holy Spirit in creation.

Suggested teaching/learning strategies

THE FOLLOWING SUGGESTED ACTIVITIES ARE ORGANISED AROUND THE KEY ELEMENTS OF TELLING THE STORY, WONDERING, EXPLORING AND PRAYER. TEACHERS SELECT, ADAPT OR SUBSTITUTE ACTIVITIES, ENSURING THAT EACH OF THE ABOVEMENTIONED ELEMENTS IS EVIDENT IN THE CYCLE OF LEARNING.

▪ Read KWL pp132-133 with the class and discuss.

▪ Wonder with the children: KWL p136:

- when you feel frightened or don’t know what to do

- who helps you when you are frightened or worried

- what special gifts people might have

▪ Read the story of Pentecost in KWL Big Book, A Journey to New Life, ‘Pentecost People’.

▪ Wonder with the children:

- how the disciples felt when they received the Holy Spirit at Pentecost

- what some of the gifts of the Holy Spirit might be

▪ Invite children to retell/recount the story of Pentecost using:

­ oral retell using KWL Big Book, A Journey to New Life, ‘Pentecost People’.

­ a cartoon strip or a series of drawings

­ a story map

­ a written recount

▪ Prayer: Children create body percussion to go with prayer in KWL p137. Use this in prayer.

▪ Spend some time reflecting on the presence of God’s Holy Spirit in creation. This could be done using literature, walking in the park, perceiving together the beauty of creation …, a song about creation, appreciating images and scenes of the environment.

▪ Using illustrations in KWL Big Book used above, ask the children to help you retell the story. Then add to the story using KWL p135 – linking Baptism and Confirmation to the Holy Spirit. Place symbols of Baptism and Confirmation (water and oil) around small cut-out flames. Brainstorm qualities the Holy Spirit might give us. Write these on flames. Later, display these on the wall.

▪ Review the list of ways we can ‘let our light shine’ from ‘Unit Content B’. What qualities, or gifts, are needed for each idea? Name some people and/or saints that demonstrate these qualities – that ‘let their lights shine’. Write additional qualities on flames and add to the wall display.

▪ Use a teaching and learning strategy such as ‘Still, Moving and Talking Pictures’. See Dance and Drama: Moments and Movements in Life to dramatise the gifts of the Holy Spirit as human action. Begin by directing the class to divide into seven groups. Have the gifts of the Spirit, or the qualities children listed, printed separately on cards, one for each group. Invite the groups to portray the gift as a human action in a ‘Still Picture’ first. When ready, ask members of the class to name the action of the group, listing the observations on a board.

Each group should then develop the ‘Still Picture’ into a ‘Moving Picture’ for a count of 8-16 beats. The class can then observe the action to clarify their original observations. Finally, invite each group to begin or conclude their ‘Moving Pictures’ with an expression, comment or statement by an individual or the group in unison. These expressions must add meaning to the dramatised ‘gift of the Spirit’. This could be refined into a performance of a sequence of seven short dramatisations representing the gifts of the Holy Spirit.

▪ Invite the children to write a simple prayer asking the Holy Spirit to help them ‘make their light shine’. Publish them in a class prayer book. Use prayers each morning and afternoon for class prayer. Prayers could be typed on computer and published into a book using ‘Office Publisher’. Use these in prayer, along with the prayer in KWL p137.

▪ Choose a Psalm or prayer about God’s presence in creation or in events in the world. As a class, select a series of images to illustrate the psalm, eg Ps 104, Canticle of Creation. In prayer, give thanks for God’s presence in creation. The series of images selected by the class could be presented in PowerPoint as a reflection.

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